leaps & bounds

Leaps & BoundsWilliam Land Elementary

2021/22 School Year

SYLLABUS

In this 30 week after-school class series, students will be introduced to multiple dance forms,including commercial street dance (hip-hop), ballet, jazz, and modern. Students will also learnelements of storytelling through movement, choreographic composition, theater etiquette and

expectations, as well as learn and perform a culminating dance work choreographed by theinstructor. Students will also have the opportunity to participate in a field trip to watch a livecompany rehearsal of The Sacramento Ballet (subject to change depending on restrictionsrelated to Covid19). Throughout the series, students will learn to express feelings through

dance, develop spatial awareness, improve listening, enhance coordination and discover thehistory and vocabulary related to numerous dance forms.

Teaching Artist: Gawzong Emily VangClass Schedule: Tuesdays, 3:00-3:55, 4:00-5:00Location: William Land ElementaryGrade Level(s): 4-6, 2-3

Class 1 (Oct12): Introduction to Dance and Rhythm

Class 2 (Oct 19): 5 Elements of Dance

Class 3 (Oct 26): Introduction to Commercial Street Dance (Hip-Hop)

Class 4 (Nov 2): Elements of Commercial Street Dance 1



Class 7 (Nov 30): Introduction to Ballet

Class 8 (Dec 7): Storytelling and Pantomime in Ballet

Class 9 (Dec 14): The Nutcracker Ballet

Class 10 (Jan 4): Elements of Ballet 1




Class 14 (Feb 1): Introduction to Jazz Dance

Class 15 (Feb 8: Elements of Jazz Dance 1

Class 16 (Feb 15): Elements of Jazz Dance 2/Introduction to Musical Theater

Class 17 (Feb 22): Elements of Jazz Dance 3

Class 18 (Mar 1): Introduction to the Choreographic Process

Class 19 (Mar 8): Choreographic Process 1/Theater Etiquette

Class 20 (Mar 15): Site visit to Sacramento Ballet company rehearsal

Class 21 (Mar 22): Reflection on Dance Appreciation/Choreographic Elements

Class 22 (Mar 29):Introduction to Modern Dance

Class 23 (Apr 5):Elements of Modern Dance 1

Class 24 (Apr 19): Set and Stage Final Performance 1

Class 25 (Apr 26): Set and Stage Final Performance 2

Class 26 (May 3): Set and Stage Final Performance 3




Class 30 (May 31): Set and Stage Final Performance 7 / Reflection

Jun 8 - ARTS FESTIVAL SHOWCASE

Leaps & Bounds

2021/2022

*Class 1* Introduction to Dance and Rhythm

-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:2.DA:Cr2b. Choose movements that express a main idea or emotion, or follow a musical phrase. Explainreasons for movement choices.-------------------------------------------------------------------------------------------------------------------------------Lesson Learning Objective: Introduce students to the instructor’s expectations of their engagement withthe Leaps & Bounds program. Provide understanding of the program’s goals in preparation for theculminating performance, the daily class activities, student expectations, and establish the classroomagreements. Form an idea of what dance is, and what to expect from the class.

Warm Up: a sequenced warm-up lead by the instructor and repeated from week to week.

Discussion: Introduce the course and the instructor. Discuss the syllabus for the year, the fieldtrip to the dance studios, the culminating presentation in June, and the instructorexpectations. Acclimate students to their daily routine—where personal belongings are stored,take attendance, appropriate attire and footwear. Provide the definition of dance, and haveeach student talk about what dance means to them. Ask them of previous experiences theyhave had related to dance.

Activity: The name gesture game: in a circle formation, one by one each student will say theirname and make a gesture with their hands that illustrates their name. Then, the rest of theclass will say that student’s name and repeat their gesture. Repeat the game to some music,and have the students perform their gestures in a call and response mode in correct timingwith the music.

Discussion: Explain the difference between rhythm and tempo, and their importance in dance.Explain that most music patterns used in dance are based on counts of 8, and count outpatterns of 8 together.

Activity: Try different clapping patterns with the children. Have them Clap 1, 2, 3, 4, quiet 5, 6,7, 8. Then clap 1 – 8, quiet for next 1 – 8., etc. Then break them into smaller groups, and haveone group clap on count 1 & 5, and the other clap on Count 2 & 6, etc.

Game: Play the game “pass the beat around the room”. All of the students sit in a circle. Eachstudent in turn says one syllable of the phrase “pass the beat around the room”, as in

“pass-the-beat-a-round-the-room” and the last student claps. The syllables and the clap createa phrase of 8. Have this continue until one student makes a mistake, or claps or speaks out ofrhythm. If they make a mistake, they are out. Slowly increase the tempo as the gamecontinues.

Cooldown/reveránce: teach the goodbye sequence that will happen every week

Leaps & Bounds2021/2022

*Class 2* 5 Elements of Dance-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:1.DA.Cr1b. Explore a variety of locomotor and nonlocomotor movements by experimenting with andchanging the elements of dance.-------------------------------------------------------------------------------------------------------------------------------Lesson Learning Objective: Learn the 5 elements of dance, physically demonstrate embodiedknowledge of different types of movement dynamics


Activity: watch the “Elements of Dance” video(https://www.youtube.com/watch?v=UGuD9Geeb2k). Reflect on the 5 elements of dance(Body, action, space, time, energy). Write down some adjectives to describe different bodyparts, actions, sizes, times, and energetic levels that could be used in a dance.

Free dance: Take the words that were written down from the discussion on the 5 elements ofdance, and rip them apart so that each word is on a small piece of paper. Separate thedifferent elements into different piles, and then pick one word from each pile. Break thestudents into groups, and have them perform free movement that corresponds to thosedirections. For example, you might pull “head” from the body pile, “swoop” from the actionpile, “tiny” from the size pile, “fast” from the time pile, and “frantic” from the energetic pile.Have that group perform that type of movement.

Dance: Have the students create a short dance phrase that uses a variety of tempos, shapes,sizes, and energy levels, utilizing an “I go, you go” format.

Game: Revisit “pass the beat around the room”

Cooldown/reveránce: repeated weekly

https://www.youtube.com/watch?v=UGuD9Geeb2k


*Class 3* Introduction to Commercial Street Dance (Hip-Hop)-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:2.DA:Pr4b. Identify the length of time a movement or phrase takes (e.g., whether it is long or short).Identify and move on the downbeat in duple and triple meter. Correlate metric phrasing withmovement phrasing.c. Select and apply appropriate characteristics to movements (e.g.,selecting specific adverbsand adjectives and apply them to movements).Demonstrate kinesthetic awareness whiledancing the movement characteristics.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: Learn the origins of Hip-Hop culture, learn and perform movements relatedto hip-hop dance


Discussion: Watch this video on the origins of breaking associated with hip-hop culture.https://www.youtube.com/watch?v=9TMBWCcYs3o. Then watch this video on how hip-hopdance has evolved over time https://www.youtube.com/watch?v=Pm5RBCKNmYw. Use the 5elements of dance to identify the characteristics associated with this form of dance.

Activity: Introduce students to simple movement patterns associated with hip-hop dancing,such as bounces, step touch, walking patterns. Then teach a selection of “old school” hip hopparty dances—“Kid n Play”; “Roger Rabbit”; “Smurf”— utilizing Rennie Harris’ “Eights” taughtin a series of 8 counts facing down stage for 8 counts, stage left for 8 counts, up stage for 8counts, stage right for 8 counts and finally back to down stage for 8 counts before moving onto the next party dance to be covered.

When all of the party dances are learned, create a combination linking together the differentparty dances with the movement patterns in a particular sequence.

Free dance: Have the students stand in a circle, with one student in the middle. Bring a pair ofsunglasses, and give the sunglasses to the student standing in the middle of the circle. Turn onsome appropriate hip-hop music. Have that student perform an improvisation of the danceslearned that day, and anything else they’d like to dance. When they are finished dancing, theypass the glasses to the next student, and they go into the circle and dance.


https://www.youtube.com/watch?v=9TMBWCcYs3o

https://www.youtube.com/watch?v=Pm5RBCKNmYw


*Class 4* Elements of Commercial Street Dance 1-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:2.DA:Pr4b. Identify the length of time a movement or phrase takes (e.g., whether it is long or short).Identify and move on the downbeat in duple and triple meter. Correlate metric phrasing withmovement phrasing.c. Select and apply appropriate characteristics to movements (e.g.,selecting specific adverbsand adjectives and apply them to movements).Demonstrate kinesthetic awareness whiledancing the movement characteristics.-------------------------------------------------------------------------------------------------------------------------------Lesson Learning Objective: learn stage directions, learn and explore popular hip-hop dances, displayembodied knowledge of hip-hop dance styles, demonstrate retention of choreographed movement


Discussion: teach stage directions corresponding to all concert dance forms(upstage,downstage, stage left, stage right, center stage, downstage left, downstage right, upstage left,upstage right). Play a little game where the teacher runs around the space, and the studentsidentify where the teacher is standing using the correct stage direction.

Activity: Continue exploration of movement patterns associated with hip-hop dance. Thenintroduce students to a selection of “new school” hip hop party dances of the teacher’schoice, utilizing Rennie Harris’ “Eights” taught in a series of 8 counts facing down stage for 8counts, stage left for 8 counts, up stage for 8 counts, stage right for 8 counts and finally backto down stage for 8 counts before moving on to the next party dance to be covered.

Review the hip-hop combination from last week. Create a new combination linking togetherthe previous week’s combination with this week’s party dances and choreographed movementpatterns.

Have one half of the students watch the other half, and comment on what they enjoyed abouteach other’s performances.



*Class 5* Elements of Commercial Street Dance 2-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:3.DA:Pr4c. Change use of energy and dynamics by modifying movements andapplying specific characteristics to heighten the effect of their intent.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: expand knowledge of hip-hop dances, display increased embodiedknowledge of hip-hop dance styles, demonstrate retention of extended choreographed movement,error detection correction, retention, and process-based-learning.


Activity: Review the hip-hop combination from the last two weeks. Provide critique andfeedback on the accurate execution of the movement with the appropriate musicality. Createa new combination linking together the previous two week’s combination with this week’schoreographed movement patterns.



*Class 6* Elements of Commercial Street Dance 3-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:2.DA:Pr4a. Demonstrate clear directionality and intent when performing locomotor and nonlocomotormovements that change body shapes, facings, and pathways in space. Identify symmetrical andasymmetrical body shapes and examine relationships between body parts.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: expand knowledge of hip-hop dances, display increased embodiedknowledge of hip-hop dance styles, demonstrate retention of extended choreographed movement,error detection correction, retention, and process-based-learning. Accurately perform an extendedphrase of choreographed hip hop dance movement.


Activity: Review the previous weeks’ hip-hop choreography. Give feedback on accuracy of thetiming and steps. Have the students review and practice performing thechoreography as accurately as possible in small groups. Then, each group will take turnsperforming the choreography for the rest of the class. Finally, have the entire class perform thedance together, and film it on a device for them to share with their friends and family.

Discussion: discuss the experience of dancing hip-hop. Review the origins of hip hop, and havethe students reflect on what feelings or emotions they experience when dancing hip-hop.Have the students reflect on the process of learning choreography.

Game: revisit pass the beat around the room



*Class 7* Introduction to Ballet-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:6.DA:Pr4b. Use combinations of sudden and sustained timing as it relates to both the time and thedynamics of a phrase or dance work. Accurately use accented and unaccented beats in avariety of meters

2.DA:Pr4c. Select and apply appropriate characteristics to movements (e.g.,selecting specific adverbsand adjectives and apply them to movements).Demonstrate kinesthetic awareness whiledancing the movement characteristics.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: Learn the history and origin of classical ballet, learn the French terms for avariety of ballet steps, learn the concept of “spotting”, accurately perform a chiene turn.


Discussion: Watch the video on the history of ballet(https://www.youtube.com/watch?v=ujZYW93KFuY ). Discuss what is learned in the video. Askthe students what they think of when they hear the term “ballet.”. Ask the students what theysaw in the video, and how it differs from hip-hop.

Activity: Teach the 5 basic positions of ballet. Then introduce the idea of spotting. Tell thestudents this is how ballet dancers learn how to turn and not lose their balance. End withteaching simple chiene turns across the floor, one at a time. Finish teaching simple jumps(sautés) in first and second position.

Finish with introducing the idea of a reveránce, and teach the students how to bow or curtsey.


https://www.youtube.com/watch?v=ujZYW93KFuY


*Class 8* Storytelling and Pantomime in Ballet-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:5.DA.Cr1b. Construct and solve multiple movement problems to develop choreographic content.

5.DA:Cr2b. Develop a dance study by selecting a specific movement vocabulary to communicate a mainidea. Discuss how the dance communicates nonverbally.

1.DA:Cr2b. Choose movements that express an idea or emotion, or follow a musical phrase.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: Grasping the concept of non-verbal communication, learning differenttraditional ballet mime, creating meaning from the interpretation of non-verbal communication.


DIscussion: Start a discussion on ways to communicate without using words. Talk about howpeople use gestures, facial expressions, even clothes and decorations to communicatedifferent emotions or intents. Ask the students about some examples of non-verbalcommunication.

Then, talk about how many ballets tell stories, and that they do so without words. Watch thevideo on ballet mime (https://www.youtube.com/watch?v=2UtQAoLVu2A).

Activity: Teach the students a few different traditional ballet gestures, including those found inthe video (you, me, see, over there, here, love, dance, why, marry, die, queen/king, tears, etc.)Then think of some other gestures used in daily life, such as wave, bow, high five, stop, peacesign etc. Next, ask students to think of other gestures that demonstrate emotions—happy,sad, shy, excited, etc. On chart paper, write down a list of the suggested gestures. Then, breakthe students into smaller groups. Provide each group with a scenario that they have to figureout how to convey only through gesture. Have each group perform their sequence of gesturesto the rest of the class, and have the class try to figure out the scenario they are enacting.


https://www.youtube.com/watch?v=2UtQAoLVu2A


*Class 9* The Nutcracker and Pantomime-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:4.DA.Cr1a. Identify ideas for choreography generated from a variety of stimuli (e.g., music/sound, text,objects, images, notation, observed dance, experiences).-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: Grasping more fully the concept of non-verbal communication, learning aspecific passage of ballet mime, creating meaning from the interpretation of non-verbal communication.


DIscussion: Recap on the previous week’s discussion on non-verbal communication. Ask ifanyone has ever seen “The Nutcracker” ballet and discuss their experiences.

Activity: The class will be introduced to the ballet postures and gestures performedby the Nutcracker Prince and Clara, and practice performing their movement phrase asaccurately as possible. Then, in small groups students will interpret the dialogue they imaginethe movement illustrates. Each small group of students will be split into half, one half willperform the “dance interpreter” vocalizing the dialogue they come up with and the other halfwill act out the vocalization as the Prince, then they will switch. All group members will beresponsible for contributing dialogue or ideas about the dialogue for their dance andperforming the interpretation of the dialogue.

Review: Review the commercial street dance combination from lesson 6



*Class 10* Elements of Ballet 1-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:4.DA:Pr4a. Make static and dynamic shapes with positive and negative space. Performthree-dimensional movement sequences alone and with others, establishing relationships withintentionality and focus.

2.DA.Cr1b. Combine a variety of movements while manipulating the elements of dance.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: Review the 5 positions of ballet, learn basic ballet steps and techniques,learn the French terminology corresponding to the steps.


DIscussion: Check in with the students on their holidays. Have each student share one thingthey enjoyed about the holiday break. Watch the video featuring the Pas de Deux from “TheFlames of Paris” (https://vimeo.com/599811862). Revisit the 5 elements of dance, and analyzethe movement through that lens.

Activity: Review the 5 basic ballet positions. Then introduce: plié (bend), tendu (stretch), elevé(rise), port de bras (carriage of the arms), sauté (jump). Create a combination including thesesteps across the floor.


https://vimeo.com/599811862




Lesson Learning Objective: Demonstrate the 5 positions of ballet, demonstrate retention of basic balletsteps and techniques, expand knowledge of basic ballet, recall and learn the French terminologycorresponding to the steps. Begin putting steps together in a basic combination.


Discussion: Watch this video about what it takes to become a ballet dancer(https://www.youtube.com/watch?v=oZHiROJdEfc). And then watch this video from The RoyalBallet School (https://www.youtube.com/watch?v=q3dbub4YC_g). Discuss what the trainingprocess it like to become a ballet dancer.

Activity: Review the 5 basic ballet positions, along with plié, tendu, elevé, port de bras, andsauté. Expand to include degagé, coupé, passé. Practice these steps moving across the floor.Include marching with high knees across the floor. Review concepts of spotting. Review chaineturns across the floor.

Game: Revisit pass the beat around the room.


https://www.youtube.com/watch?v=oZHiROJdEfc

https://www.youtube.com/watch?v=q3dbub4YC_g




Lesson Learning Objective: Learn about the ballerina Misty Copeland. Demonstrate the 5 positions ofballet, demonstrate enriched retention of basic ballet steps and techniques, expand knowledge of basicballet, recall and learn the French terminology corresponding to the steps. Begin putting steps togetherin basic combinations.


Discussion: Watch this video about Misty Copeland(https://www.youtube.com/watch?v=J9BIBGD0XoA). Discuss her life and the trials that she hashad to overcome in her career.

Activity: Review the 5 basic ballet positions, along with plié, tendu, elevé, port de bras, sauté,degagé, coupé, passé, marching with high knees across the floor, spotting, chaine turns acrossthe floor. Teach arabesque, and pique passé across the floor. Expand to chassés and jetesacross the floor.

Teach an extended combination that includes the ballet steps learned so far.


https://www.youtube.com/watch?v=J9BIBGD0XoA




Lesson Learning Objective: Demonstrate the 5 positions of ballet, demonstrate retention of basic balletsteps and techniques, expand knowledge of basic ballet, recall and learn the French terminologycorresponding to the steps. Continue putting steps together in more advanced combinations.


Activity: Review all steps learned over the past few weeks, including: the 5 basic balletpositions, along with plié, tendu, elevé, port de bras, sauté, degagé, coupé, passé, marchingwith high knees across the floor, spotting, chaine turns across the floor, arabesque, piquepassé across the floor, chassés and jetes across the floor. Instead of showing the steps, havethe students show which step corresponds to the appropriate French term.

Expand upon last week’s ballet combination, and film it for the students to share with theirfriends and family.

Discussion: discuss the experience of dancing ballet. Review the origins of ballet, and have thestudents reflect on what feelings or emotions they experience when dancing ballet. How doesthis experience compare to commercial street dance?



*Class 14* Introduction to Jazz Dance-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:3.DA:Pr4c. Change use of energy and dynamics by modifying movements andapplying specific characteristics to heighten the effect of their intent.5.DA:Pr4c. Contrast bound and free flowing movements. Initiate movements from a variety of points ofthe body. Analyze the relationship between initiation and energy.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: Learn the origins of jazz dance, verbally identify the physical characteristics ofjazz dance, learn a series movements associated with jazz dance, learn the fruit salad game


DIscussion: Watch this video on the history of jazz dance(https://www.youtube.com/watch?v=pC4xX3E2JOk&t=5s). Then this video on early jazz dance(https://www.youtube.com/watch?v=mK8s3-1A1Oc). And finally this video on the progressionof jazz dance through time ( https://www.youtube.com/watch?v=Nrewu6r4ZwA ). Revisit the 5elements of dance to describe the characteristics of jazz dance, and how they compare toballet.

Activity: Teach a series of jazz dance steps going across the floor appropriate for the agerange in the class. Then create a simple combination utilizing the steps taught.

Game: Teach fruit salad game. Create a movement corresponding to the name of a fruit, e.g.“grape” equates to arms in first position. Demonstrate the movements corresponding to theappropriate fruit, and have the students copy you. Then call out the names of the fruits, andhave the children demonstrate the appropriate movement. When a child makes a mistake,they are out of the game. Repeat until there is a winner, and then ask that child their favoritefruit, and have them create another gesture corresponding to that fruit. Over time the amountof gestures in the game increases.


https://www.youtube.com/watch?v=pC4xX3E2JOk&t=5s

https://www.youtube.com/watch?v=mK8s3-1A1Oc

https://www.youtube.com/watch?v=Nrewu6r4ZwA


*Class 15* Elements of Jazz Dance 1-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:3.DA:Pr4c. Change use of energy and dynamics by modifying movements andapplying specific characteristics to heighten the effect of their intent.5.DA:Pr4c. Contrast bound and free flowing movements. Initiate movements from a variety of points ofthe body. Analyze the relationship between initiation and energy.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: learn the a series movements associated with jazz dance, demonstratephysical retention of the previous week’s combination


Activity: Teach a series of jazz dance steps going across the floor appropriate for the agerange in the class. Review the combination from last week, and expand to make it longer.

Game: Revisit fruit salad game



*Class 16* Elements of Jazz Dance 2/Introduction to Musical Theater-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:3.DA:Pr4c. Change use of energy and dynamics by modifying movements andapplying specific characteristics to heighten the effect of their intent.5.DA:Pr4c. Contrast bound and free flowing movements. Initiate movements from a variety of points ofthe body. Analyze the relationship between initiation and energy.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: learn the history of Broadway and Musical Theater, learn a series movementsassociated with jazz dance, demonstrate physical retention of the previous two week’s combination,create associations


DIscussion: Learn about the association of jazz dance with musical theater. Watch this videoabout the history of Broadway ( https://www.youtube.com/watch?v=VJNiuq1wnNo). Ask thestudents about their experiences with musical theater, such as if anyone has ever seen“Hamilton.” Let the students know that most musical theater productions use many elementsof jazz dance.

Activity: Teach a series of jazz dance steps going across the floor appropriate for the agerange in the class. Review the combination from the last two weeks, and expand to make itlonger.



https://www.youtube.com/watch?v=VJNiuq1wnNo


*Class 17* Elements of Jazz Dance 3-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:3.DA:Pr4c. Change use of energy and dynamics by modifying movements andapplying specific characteristics to heighten the effect of their intent.5.DA:Pr4c. Contrast bound and free flowing movements. Initiate movements from a variety of points ofthe body. Analyze the relationship between initiation and energy.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: learn the a series movements associated with jazz dance, demonstratephysical retention of the previous three week’s combination, create concrete personal associations withjazz dance


Activity: Teach a series of jazz dance steps going across the floor appropriate for the agerange in the class. Review the combination from the last three weeks. Rehearse thecombination, and give critiques on how to make it better and more musical.

Film the dance on a phone camera for the students to share with their friends and family.

Discussion: Have the students verbally reflect on the physical experience of jazz dance. Howdoes it make them feel? How does it compare to ballet and hip-hop? What were things thatthey liked or didn’t like about jazz dance?



*Class 18* Introduction to Choreographic Process-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:6.DA.Cr1b. Explore various movement vocabularies to transfer ideas into choreography-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: learn about the process of choreography, participate in the creation of pieceof choreography, demonstration retention of created steps


Discussion: Watch this video about the “term” choreography(https://www.youtube.com/watch?v=4O23A83uz4U) . Watch these two videos on the processof choreography (https://www.youtube.com/watch?v=V7O-28tRb4U )(https://www.youtube.com/watch?v=ocgoNsaKbdk ).

On a piece of paper, write out and discuss the elements that go into creating a dance: 1.Purpose 2. Structure 3. Music 4. Movement and Structural Dynamics. The purpose is the “why.”Are you creating dance: for a showcase, for students, for fun, for a theater, for an exercise?,etc. The structure addresses the needs responding to the purpose - how long, how manydancers, what style? Etc. The selection of the music comes next, responding to the elementsfound in the structure. And the movement dynamics respond to the music and all of the otherelements, while the structural dynamics respond to how the movements are organized orrepeated.

Activity: Create a series of movements or gestures corresponding to a letter. For example,letter A could be a twirl with your arms in fifth position. Letter B could be a kick to the front.Etc. Facilitate the creation of 5 steps corresponding to A-E. Have the students repeat andrecall the movements, and then mix up the order. E.g. CBA


https://www.youtube.com/watch?v=4O23A83uz4U

https://www.youtube.com/watch?v=V7O-28tRb4U

https://www.youtube.com/watch?v=ocgoNsaKbdk


*Class 19* Choreographic Process 1/Theater Etiquette-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:2.DA:Cr3Explore suggestions and make choices to change movement from guided improvisation and/orshort remembered sequences.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: learn about the process of choreography, participate in the creation of apiece of choreography, demonstration retention of created steps


Activity: Review the movements corresponding for letters A-E. Then have the students breakinto smaller groups. Have the students mix up the structure of the letters, and even have themrepeat certain phrases, i.e. ABC, ABA, CBC, etc. Have the students memorize theircombinations, and then perform them in front of the class.

Discussion: Have a discussion about the field trip coming up next week and talk about theateretiquette.



*Class 20* Site Visit to Sacramento Ballet Rehearsal-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:3.DA:Cr2a. Identify and experiment with choreographic devices to create simple movement patternsand dance structures-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: Follow the theater etiquette protocols outlines in the previous class, identifyand articulate in writing unique physical characteristics of the dances they are viewing

Activity: Watch a live or live-streamed Sacramento Ballet company rehearsal.

Discussion: Have the students identify aspects of the 4 elements of dance composition in thepiece they are watching. Have them write down their observations for the following class.


*Class 21* Dance Appreciation/Choreographic Process 2-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:4.DA.Cr1a. Identify ideas for choreography generated from a variety of stimuli (e.g., music/sound, text,objects, images, notation, observed dance, experiences).

4.DA:Cr2b. Develop a dance study that expresses and communicates a main idea. Discuss the reasonsand effectiveness of the movement choices.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: Gain meaning from a discussion about dance, create an original piece ofchoreography based upon the experience of watching a professional dance performance

Discussion: Sit in a circle and have the students share some of the observations they wrotedown from last week’s visit to the Sacramento Ballet. Have them each come up with 5adjectives to describe their experience.

Activity: Have the students create 3 gestures representing their experience of watching theSacramento Ballet. Then have them share those gestures with two other students. As a group,have the students create a dance responding to the previous week’s performance. Have eachgroup perform their dance, and then have the students discuss what they saw in each other'sdances, and how it corresponds to the dance work presented by the Sacramento Ballet.



*Class 22* Introduction to Modern Dance-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:3.DA:Pr4c. Change use of energy and dynamics by modifying movements andapplying specific characteristics to heighten the effect of their intent.5.DA:Pr4c. Contrast bound and free flowing movements. Initiate movements from a variety of points ofthe body. Analyze the relationship between initiation and energy.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: Learn the history of modern dance, verbally identify the physicalcharacteristics of modern dance, learn a series movements associated with modern dance, learn the fruitsalad game


DIscussion: Watch this video on the history of modern dance(https://www.youtube.com/watch?v=13fPhE5p4jk) Then, watch this video of Martha Graham’sLamentation (https://vimeo.com/12748817). Revisit the 5 elements of dance to describe thecharacteristics of modern dance, and how they compare to ballet, jazz, and commercial streetdance.

Activity: Teach a series of modern dance steps going across the floor appropriate for the agerange in the class. Then create a simple combination utilizing the steps taught.

Free dance: Improvisation is a big part of modern dance. Have about 5 different pieces ofmusic ready, with different tempos, tones, feelings, etc. Play one piece of music, and have thestudents improvise responding to the qualities of that particular piece of music. Then switch itup, and have them continue. Encourage them to change the dynamics of their movement inresponse to the changing dynamics of the music.


https://www.youtube.com/watch?v=13fPhE5p4jk

https://vimeo.com/12748817


*Class 23* Elements of Modern Dance 1-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:3.DA:Pr4c. Change use of energy and dynamics by modifying movements andapplying specific characteristics to heighten the effect of their intent.5.DA:Pr4c. Contrast bound and free flowing movements. Initiate movements from a variety of points ofthe body. Analyze the relationship between initiation and energy.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: learn a series movements associated with modern dance, demonstratephysical retention of the previous week’s combination


Discussion: Watch this video on famous modern dance choreographer Jose Limon(https://www.youtube.com/watch?v=GpyWNh3X8q8). Talk about some things that werementioned in the video.

Activity: Teach a series of modern dance steps going across the floor appropriate for the agerange in the class. Review the combination from last week, and expand to make it longer. Filmthe exercise to share it with family and friends.



http://www.youtube.com/watch?v=GpyWNh3X8q8


*Class 24* Set/Stage Final Performance 1-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:4.DA:Pr4a. Make static and dynamic shapes with positive and negative space. Performthree-dimensional movement sequences alone and with others, establishing relationships withintentionality and focus.

b. Respond in movement to even and uneven rhythm in both metric and kinesthetic phrasings.Recognize and respond to tempo changes as theyoccur in dance and music.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: learn the series movements corresponding to the finale, re-learn thecommercial street dance combination


Activity: Teach the beginning steps of a short finale to be presented at the final showing.

Quickly review the modern combination from the previous week. Then review the commercialstreet dance routine from the beginning of the year that was filmed in class 6. Watch thevideo and re-teach the combination, to be presented for the final showing.

Game: Revisit pass the beat around the room (if you have time)



*Class 25* Set/Stage Final Performance 2-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:4.DA:Pr4a. Make static and dynamic shapes with positive and negative space. Performthree-dimensional movement sequences alone and with others, establishing relationships withintentionality and focus.b. Respond in movement to even and uneven rhythm in both metric and kinesthetic phrasings.Recognize and respond to tempo changes as theyoccur in dance and music.5.DA:Cr2a. Manipulate or modify a varietyof choreographic devices to expand choreographic possibilities and develop a main idea.Explain reasons for movement choices.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: learn the series movements corresponding to the finale, re-learn thecommercial street dance combination


Activity: Review the modern and hip-hop combinations. Have the students choreograph theirown additions to the hip-hop routine and integrate it into a larger classroom dance. Reviewand continue with the finale.

Game: Revisit pass the beat around the room (if you have time)



*Class 26* Set/Stage Final Performance 3-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:4.DA:Pr4a. Make static and dynamic shapes with positive and negative space. Performthree-dimensional movement sequences alone and with others, establishing relationships withintentionality and focus.b. Respond in movement to even and uneven rhythm in both metric and kinesthetic phrasings.Recognize and respond to tempo changes as theyoccur in dance and music.5.DA:Cr2a. Manipulate or modify a varietyof choreographic devices to expand choreographic possibilities and develop a main idea.Explain reasons for movement choices.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: continue learning the series movements corresponding to the finale, re-visitand expand the commercial street dance combination


Activity: Finish teaching a short finale to be presented at the final showing. Review the moderncombination.

Finish the review of the commercial street dance routine from the beginning of the year plusnew additions.




b. Respond in movement to even and uneven rhythm in both metric and kinesthetic phrasings.Recognize and respond to tempo changes as theyoccur in dance and music.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: demonstrate retention of the series movements corresponding to the finaleand the commercial street dance combination, review the ballet combination.


Activity: Review the finale and the street commercial street dance routines. Learn the balletcombination filmed in class 13.




b. Respond in movement to even and uneven rhythm in both metric and kinesthetic phrasings.Recognize and respond to tempo changes as theyoccur in dance and music.

c. Analyze and refine phrases by incorporating a greater range of energy and dynamic changesto heighten the effect of their intent.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: demonstrate retention of the series movements corresponding to the finale,the commercial street dance combination, the modern dance combination, and finish the balletcombination. Begin to re-learn the jazz combination.


Activity: Review the finale, the modern combination, the street commercial street danceroutine, and the ballet combination. Begin re-learning the jazz combination.



*Class 29* Set/Stage Final Performance 6-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:4.DA:Pr4a. Make static and dynamic shapes with positive and negative space. Performthree-dimensional movement sequences alone and with others, establishing relationships withintentionality and focus.b. Respond in movement to even and uneven rhythm in both metric and kinesthetic phrasings.Recognize and respond to tempo changes as theyoccur in dance and music.c. Analyze and refine phrases by incorporating a greater range of energy and dynamic changesto heighten the effect of their intent.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: demonstrate retention of the series movements corresponding to the finale,the commercial street dance combination, and the ballet combination. Finish re-learning the jazzcombination.


Activity: Finish the jazz combination. Run the whole show in order > Commercial street dance,ballet, jazz, modern, finale.



*Class 30* Set/Stage Final Performance 7/Reflection-------------------------------------------------------------------------------------------------------------------------------CAS Anchor Standards:4.DA:Pr4a. Make static and dynamic shapes with positive and negative space. Performthree-dimensional movement sequences alone and with others, establishing relationships withintentionality and focus.b. Respond in movement to even and uneven rhythm in both metric and kinesthetic phrasings.Recognize and respond to tempo changes as theyoccur in dance and music.6.DA:Pr4a. Refine partner and ensemble skills in the ability to determine distance and spatial design.Establish diverse pathways, levels, and patterns in space. Maintain focus with a partner orgroup in near and far space.b. Use combinations of sudden and sustained timing as it relates toboth the time and the dynamics of a phrase or dance work. Accurately use accented andunaccented beats in a variety of metersc. Use the internal body force created by varying tension within one’s musculature for movementinitiation and dynamic expression. Distinguish between bound and free flowing movements andappropriately applythem to dance phrases.-------------------------------------------------------------------------------------------------------------------------------

Lesson Learning Objective: demonstrate retention of the series movements corresponding to thecommercial street dance combination, the ballet combination, the jazz combination, the moderncombination, and the finale. Prepare for the final performance.


Activity: Finish the jazz combination. Run the whole show in order > Commercial street dance,ballet, jazz, modern, finale. Film each dance.

Discussion: Talk about the experience of the whole year. What did they learn? How do theyfeel about the different forms of dance? Is there anything they particularly enjoyed? Anythingthey did not like? Finish with the expectations for the final showing.


leaps & bounds

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